1) For this vocabulary activity, students will use pictures and photographs to explain the definitions of vocabulary words. Students will first use dictionaries and the book, The Minutemen, to become familiar with the definitions of these words. Students will then use magazines, newspapers, and photographs from the internet to create their own “picture definition”. Students are to cut out or print at least three pictures that represent the vocabulary word well. The students’ completed paper should have all the vocabulary words along with their “picture definition” listed.
2) Students will work in groups of three to help one another become familiar with these particular vocabulary words. Students will use chart paper and markers to create a poster explaining the meaning of these words. These posters will be displayed on the classroom’s word wall while studying the American Revolution. The chart paper should be split into four sections with a circle in the middle. In the middle of the circle, the students should write the vocabulary word. In the top left square the students are to write the definition of the word. In the top right square the students are to list any synonyms and antonyms of the word. In the bottom left square the students will create two sentences using the word appropriately. In the bottom right square the students will either draw or print a picture that represents this vocabulary word.
3) In this activity, students will use words that they are already familiar with to help them better understand and remember the definitions of these vocabulary words. Students will be given notecards. On the front of the notecard will be a horizontal line. Students should write the vocabulary word above the horizontal line. Students should then write a “reminding word” that sounds similar to the vocabulary word below the horizontal line. The back of the notecard would be divided into three sections. On one section on the back of the notecard the student will write the definition of the vocabulary word. In a second section, the student will use both the vocabulary word and the reminding word in a sentence. In the third section, the student will draw a picture that will help them remember what the word means. Students can use these notecards as a reference to their new vocabulary. These are also a great study tool for a later assessment.
1) For this vocabulary activity, students will use pictures and photographs to explain the definitions of vocabulary words. Students will first use dictionaries and the book, The Minutemen, to become familiar with the definitions of these words. Students will then use magazines, newspapers, and photographs from the internet to create their own “picture definition”. Students are to cut out or print at least three pictures that represent the vocabulary word well. The students’ completed paper should have all the vocabulary words along with their “picture definition” listed.
2) Students will work in groups of three to help one another become familiar with these particular vocabulary words. Students will use chart paper and markers to create a poster explaining the meaning of these words. These posters will be displayed on the classroom’s word wall while studying the American Revolution. The chart paper should be split into four sections with a circle in the middle. In the middle of the circle, the students should write the vocabulary word. In the top left square the students are to write the definition of the word. In the top right square the students are to list any synonyms and antonyms of the word. In the bottom left square the students will create two sentences using the word appropriately. In the bottom right square the students will either draw or print a picture that represents this vocabulary word.
http://www.cobbk12.org/cheathamhill/lfs%20update/vocabulary%20and%20word%20walls.htm
3) In this activity, students will use words that they are already familiar with to help them better understand and remember the definitions of these vocabulary words. Students will be given notecards. On the front of the notecard will be a horizontal line. Students should write the vocabulary word above the horizontal line. Students should then write a “reminding word” that sounds similar to the vocabulary word below the horizontal line. The back of the notecard would be divided into three sections. On one section on the back of the notecard the student will write the definition of the vocabulary word. In a second section, the student will use both the vocabulary word and the reminding word in a sentence. In the third section, the student will draw a picture that will help them remember what the word means. Students can use these notecards as a reference to their new vocabulary. These are also a great study tool for a later assessment.